UC Riverside

Given the rapid growth of older adults in the United States, there is a pressing need for research on aging, particularly on preventing trajectories of decline. Although some age-related declines in cognitive abilities are documented as part of normal aging, reduced engagement in novel and cognitively stimulating activities may contribute to these changes. Learning intervention research suggests that learning new skills can improve cognitive and functional abilities as well as other psychosocial outcomes among older adults, supporting healthy aging. These benefits may be especially important for underserved older adults, who face systemic inequities that increase their risk for adverse aging outcomes. However, there is limited research examining the impact of learning engagement among these populations, likely due to participation barriers such as financial, transportation, and language constraints. This dissertation addresses this gap by presenting a tailored, community-based learning intervention designed to reduce participation barriers among Latino and Chinese older adults with low income. The aims were to: 1) examine the impact of participation on cognitive abilities, functional independence, and well-being, 2) investigate changes in learning motivation, learning self-efficacy, and aging expectations, and 3) evaluate implementation by identifying perceived barriers, facilitators, and value. A total of 39 participants engaged in learning English and technology, along with motivational discussions on healthy aging. Using a mixed-methods approach, data were collected pre- and post-intervention through cognitive tasks, surveys, and interviews. Linear mixed-effects models revealed significant improvements in processing speed, functional independence, learning self-efficacy, and aging expectations, with a marginal increase in well-being. Higher self-reported engagement in the intervention was associated with greater cognitive gains. Interestingly, higher educational attainment predicted lower motivation and self-efficacy. Qualitative themes on outcomes contextualized, complemented, and expanded these findings. Barriers included mismatches in instructional pacing and proficiency, health and sensory challenges, forgetfulness, and distractions. Facilitators included accessible learning resources, multidimensional support, and participants’ resilience. Participants described the intervention as an empowering and community-building experience. These findings highlight the multifaceted benefits of learning among underserved older adults through tailored, community-based programs. Future research and policy should prioritize equitable lifelong learning opportunities to support sustained engagement and promote healthy aging.